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intelligence estimate and an independent assessment by the national academy of sciences to assess the ability of the united states to monitor compliance with the treaty and the ability of the united states to maintain in the absence of nuclear explosive testing of safe and secure and effective nuclear arsenals so long as these weapons exist. those reports on the related material will provide a wealth of information as the senate considers the merits of the ratification of the ctbt. of course we do not expect people to be in the preseason only mode. we anticipate and look forward to many substantive questions and items of discussion and debate that will undoubtedly come from our colleagues from capitol hill. looking upward from the administration has been calling on all the remaining to join us in moving forward towards ratification. there is no reason for them to delay their own ratification process waiting for the united states to ratify. the administration realizes this will be a difficult task on many levels, but it is nonetheless committed to moving the treaty for word so as the national
thousand dollars and i will pay my teachers $75,000 a year too. come on. this is not rocket science. it is hard political work. the political will to meet the needs of children whose needs have never been matched is hard. >> come in. >> richard's argument is frustrating and personal honestly because their statistical likelihood of graduating high school would be less than 50% and we can say that is okay and we are making progress. that is not okay. we have to take a totally different look at what we're doing in public education and rethink it and say how the we take what we found in small isolated pockets and figure out how to get them to millions of kids who need them and that is a massive challenge. none of us are underestimating the size of this challenge. i am trying to argue we have indications of what those elements are. in new york city public schools from k-12 the personal the likelihood of me graduating with a diploma was 5%. five% of kids graduated special-education students from new york city public schools and i went on to graduate from high school and had great teachers
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